The following journal articles are not from Open Access sources and may require an institutional login or payment to access.
Developing reflection through an ePortfolio-based learning environment: design principles for further implementation
Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2018.1447989
Link to the article: https://doi.org/10.1080/1475939X.2018.1447989
This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media.
For further information contact Pauline Roberts firstname.lastname@example.org
Implementation of e-portfolios for the professional development of Admiral Nurses.
Karen Harrison Dening, Debra Holmes, Amy Pepper
Nursing Standard (Royal College of Nursing (Great Britain) : 1987) [01 Jan 2018, 32(22):46-52]
Link to the article: https://doi.org/10.7748/ns.2018.e10825
Nurses are required to maintain their fitness to practise through continuing professional development activities, and must demonstrate this by maintaining a portfolio of evidence that should be available for inspection every three years. The Nursing and Midwifery Council introduced revalidation in 2016 to demonstrate that nurses are practising safely and effectively. Nurses, however, are busy healthcare professionals and, as well as clinical practice, they have other demands on their time, such as providing evidence for annual appraisals. Admiral Nurses, specialist dementia nurses who support families living with dementia, also have a three-tier competency framework designed to demonstrate their acquired expertise and knowledge in dementia care. To support Admiral Nurses in managing these activities, the charity Dementia UK gave them access to the PebblePad e-portfolio system. This article details the implementation and outcomes of this project.
For further information contact Debbie Holmes Debbie@pebblepad.co.uk
Exploring the Potential of a Collaborative Web-based E-portfolio
Annie Venville, Helen Cleak & Emma Bould
Social Work Field Education, Australian Social Work, 70:2, 185-196,
Link to the article: https://doi.org/10.1080/0312407X.2017.1278735
In most Australian workplaces that provide placement opportunities, social workers are unlikely to receive reductions in their workload for supervising students and completing the administrative requirements of field education subjects. Associated time costs lead to reluctance to supervise social work students. This article investigates the potential for a web-based e-portfolio tool to support and streamline social work field education and assessment processes. Social work students, field educators, and university-appointed liaison staff (N = 110) from a large Australian university completed an online survey administered at the end of placement. The majority of participants reported that the e-portfolio provided a useful framework for recording evidence of student learning; was simple to use; saved time; and had the capacity to enhance the quality and immediacy of communication between parties. We argue that e-portfolios can efficiently capture evidence of student learning and provide a robust mode of supporting social work students on placement.
For further information about this article, contact Annie Venville email@example.com
For information regarding eportfolio practice in Social Work at La Trobe University contact Fiona Smith F.Smith@latrobe.edu.au
Engaging the wider academic community in a postgraduate certificate in academic practice: the issue of standards
Nicola Reimanna and Linda Allinb
International Journal for Academic Development
Link to the article: https://doi.org/10.1080/1360144X.2017.1381966
This paper critically reflects on the challenges associated with academic standards in a postgraduate certificate in academic practice, which involved the wider academic community of the institution. It is underpinned by a socio-cultural constructivist view that suggests standards do not exist independently of assessors, but are co-constructed by participation in communities of practice through the process of making assessment judgements. Following an outline of the programme design, the discussion focuses on the uncertainties around standards arising from the fragility and fragmentation of a nascent community of practice comprised of a multiplicity of personal standards frameworks and disciplinary perspectives.
For further information contact Nicola Reimann Nicola.firstname.lastname@example.org
Pre-registration clinical skills development and curriculum change
British Journal of Nursing, Vol. 26, Issue 2
Link to article: https://doi.org/10.12968/bjon.2017.26.2.93
This article outlines and offers an overview of the process of curriculum change and the development and integration of clinical skills. The focus on clinical skills in the essential skills clusters annexe set by the Nursing and Midwifery Council requires innovative strategies in theoretical aspects of the nursing programme to be identified. Based on the constructivist philosophy of curriculum design and in light of the ever-changing healthcare environment, a blended-learning approach was developed for the delivery of clinical skills. Key aspects such as learning styles, pedagogical approaches to online learning and facilitation were taken into consideration. A model of e-learning, facilitated sessions (face to face) and reflection was adopted for clinical skills acquisition in the programme. Although positive feedback was given about the online work, sessions and space for reflection, it was clear that further preparation of both lecturers and students for this cultural shift in teaching and learning would have aided this process.
For further information contact Jo Rutt Jo.Rutt@nottingham.ac.uk